ABSTRACT
The important role of games in developing cognitive and executive functions in children age 3 to 6 years is very well known (Vygotsky, 1967; El’konin, 1978; Bruner et al., 1976; Bodrova, Leong, 2007; Singer, Golinkoff, Hirsh-Pasek, 2006; Bergen, 2002, etc.). As a result many teachers and psychologists began using play to develop cognitive functions and, above all, self-regulation functions (Venger, D’yachenko, 1989; Boguslavskaya, Smirnova, 1991; Karabanova, 1997; Bodrova, Leong, 2007; Diamond et al., 2007; Bredikyte, Hakkarainen, 2011). This is supported by experts in neuroscience (Blair, Diamond, 2008; Halperin, Healey, 2011). The aim of our work is to show the mental functions that primarily need to be developed in children 5/6 years old, and to describe games that contribute to their formation. The Vygotskian-Lurian neuropsychological approach to the understanding of mental development and functioning, to assessment and intervention in academic settings is used (Vygotsky, 1993, 1997, 1998; Luria, 1973, 1980; Akhutina, Pylaeva, 2012).
